A Two-Way Street: Indigenous Knowledge and Science Take a Ride

Abstract

Indigenous knowledge systems are integrated epistemological systems taught through Indigenous pedagogies that support an understanding of an interconnected world and our places within it. These systems integrate ideas that are commonly referred to as science knowledge. Stories from two studies examine Indigenous youths' perceptions of science on the land and at school alongside Indigenous Elders' understandings of Indigenous science knowledge and pedagogies. The analysis is informed by Barnhardt and Kawagley's (2005) use of a two-way street metaphor that requires Western scientists and educators to understand Indigenous epistemologies as knowledge systems rather than by the more typical approach of requiring Indigenous students to learn Western science and to carry the burden of integrating it with their Indigenous science knowledge. Findings provide seven tenets of Indigenous science: (1) experiential learning, (2) transformative learning through experience, (3) cultural understanding, (4) interconnectedness and learning within relationships, (5) apprenticeships with Elders, (6) recognition of sacred teachings, and (7) a relational approach in which students learn from Elders and other knowledge keepers.